This research focuses on the kinds of learning afforded by asynchronous international computer-mediated communication (I-CMC) among Japanese, Mexican, and Russian English language learners and the role of student agency in learning. To find learning evidence, the discourse analysis and content analysis of interaction protocols were conducted in two focal forums. These findings were triangulated through pre- and post- questionnaires and interviews. The discourse analysis of interaction protocols identified the communication moves potentially leading to learning (e.g., critical reflections, comparisons, and questions) and moves not leading to learning (e.g., phatic messages). The types of messages students produced, analyzed through content analysis, reflected their deep, strategic, or surface approaches to interaction and were closely tied to their degree of motivation and engagement with the project. Finally, the interviews identified seven recurrent themes, revealing students' learning perceptions that were tied to their local cultures-of-use of technologies and learning goals. The interview results were confirmed by pre- and post- questionnaire results. The study offers a discussion on how to bridge the ecological (open) and structured (task- or test-based) conceptualizations of learning and how to enhance development of intercultural communicative competence in global online environments.